Date Presented

Spring 5-2026

Document Type

Thesis

First Advisor

Dr. Allison B. Jablonski

Second Advisor

Ms. Kimberly Geier

Third Advisor

Dr. Holly Gould

Abstract

Theodosius Dobzhansky, an evolutionary biologist and geneticist, once stated that “nothing in biology makes sense except in the light of evolution” (1973, p.1). This quote quickly became a common phrase heard in labs and classrooms alike. Despite its widespread popularity, this quote represents one side of a long-standing argument that has yet to be laid to rest. Teaching the theory of evolution in public schools has been a topic of academic and political debate since it was added to science curricula in the late 1800s and early 1900s. Despite the plethora of evidence collected that supports this theory, there are large groups of people who stand against its being taught, often due to religious beliefs. Some argue that teaching evolution pushes atheistic beliefs on students and therefore violates religious freedoms. Others believe that it is akin to a religious belief in itself, so its being taught should be contingent on teaching creationism or intelligent design alongside it. Still others believe the theory is too flawed and is likely too complex for students to learn about it. These groups of people have become louder as the years have gone by, and the question remains whether or not the current standards for education on the subject are sufficient. This debate, of course, influences lawmakers, state and federal education departments, students and their families, as well as scientists, but many forget to think of how such controversy has influenced teachers. The perceived political and religious stakes in this unit are likely to cause teachers stress and discomfort, negatively impacting their students’ understanding and perceptions of evolution. In this study, I evaluate Virginia high school Biology teachers on their knowledge of evolution and the nature of science, their self-efficacy in teaching evolution, and the factors that affect the way they teach evolution. Teachers are then presented with different strategies for evolution, and they rank their likelihood to use evidence-based strategies to teach evolution to help them minimize any negative impacts their implicit bias may have on their students’ education. The findings of this study may be used to help mitigate the effects of this implicit bias, as well as the effects of any lack of self-efficacy or discomfort surrounding the subject, on students’ understanding and performance in their biology courses.

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